NMHS33220 Care of the Person with Rheumatic Musculoskeletal Disease

Academic Year 2024/2025

This module is designed to introduce the principles of care and management of persons with rheumatic
musculoskeletal diseases. The aim of this module is to enable students to develop an understanding of the
comprehensive healthcare approaches to care and management of persons with rheumatic
musculoskeletal diseases.

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Curricular information is subject to change

Learning Outcomes:

On completion of this module the student will be able to:
1. Demonstrate knowledge of philosophy and principles of nursing in chronic rheumatic musculoskeletal diseases.
2. Utilise the modalities of treatment of rheumatic diseases: - interdisciplinary care, health promotion and secondary prevention, patient education and empowerment, self-management and coping strategies.
3. Apply the principles of patient education, empowerment and self-management across healthcare settings.
4. Identify the biopsychosocial and vocational impact of the disease on patients, family and society across the lifespan of patients with chronic rheumatic diseases.
5. Demonstrate and practice core clinical skills for the assessment and diagnosis of patients with rheumatic musculoskeletal diseases.
6. Outline the evolving enhanced and expanded practice role of the nurse in chronic disease healthcare.

Indicative Module Content:

Evidence based care (assessment and management) of persons with chronic rheumatic musculoskeletal diseases.
Physical and psychological care.

Student Effort Hours: 
Student Effort Type Hours
Lectures

14
Specified Learning Activities

50
Autonomous Student Learning

100
Online Learning

36
Total

200
Approaches to Teaching and Learning:
This is a blended learning course, combining online learning units with face-to-face practical
workshops. The teaching and learning ethos is grounded in Malcolm Knowles’ (1984) andragogic
theory that adult learning is self-directed and adults take responsibility for their own learning. Self-directed learning is a process where the learner manages their own learning process from beginning to end (Boyer et al., 2014). In a professional capacity however, learning differs in that expectation of nurses’ competency is pre-set and are required to perform at a specific competent level (Timmins, 2008). 
Requirements, Exclusions and Recommendations
Learning Requirements:

Registered as an RGN at least one year’s post-registration experience.


Module Requisites and Incompatibles
Not applicable to this module.
 
Assessment Strategy  
Description Timing Open Book Exam Component Scale Must Pass Component % of Final Grade
Practical Skills Assessment: Clinical competence assessment n/a Pass/Fail Grade Scale Yes

20
Individual Project: Poster n/a Alternative non-linear conversion grade scale 50% Yes

80

Carry forward of passed components
Yes
 
Remediation Type Remediation Timing
In-Module Resit Prior to relevant Programme Exam Board
Please see Student Jargon Buster for more information about remediation types and timing. 
Feedback Strategy/Strategies

• Feedback individually to students, post-assessment

How will my Feedback be Delivered?

A combination of feedforward and feedback strategies will be used throughout the 12 weeks of the CPD course. Feedforward strategies such as clarifying expectations at the start of the course outlining what a good performance is both clinically and in the poster presentation and how this can be achieved. Two small group tutorials will be provided during the 12 weeks to allow opportunities for individualized feedforward using examples from past assessment. General feedback will be given on the participants’ current performance throughout the course.

Name Role
Dr Mary Bell Lecturer / Co-Lecturer
Dr Michael Connolly Lecturer / Co-Lecturer